本文以广西电力职业技术学院为例,研究高职院校学生评教由结果性评价向过程性评价的改变,提出了基于过程评价的高职院校学生评教指标体系的设计原则,设计了针对课程教学和学生学习过程的学生评教指标体系,阐明了课程教学不同阶段评教指标的设计意图,设计了与过程性学生评教指标体系相对应的学生问卷内容,经过四门课程的学生评教应用实践,对基于过程评价的学生评教指标体系进行了改进。实践表明,通过应用基于过程评价的学生评教方式,提升了学生课程学习成效,提高了教师课程教学质量。This article takes Guangxi Electrical Polytechnic Institute as an example to study the change of students’ evaluation of teaching in vocational colleges from result based evaluation to process based evaluation. It proposes the design principles of a process based evaluation index system for vocational college students’ evaluation of teaching, designs a student evaluation index system for course teaching and students’ learning process, and clarifies the design intentions of evaluation indicators at different stages of course teaching. A student questionnaire content corresponding to the process based student evaluation index system was designed. Through the practical application of student evaluation in four courses, the student evaluation index system based on process evaluation was improved. Practice has shown that the application of student evaluation method based on process evaluation has improved the effectiveness of students’ curriculum learning and the quality of teachers’ curriculum teaching.
本文以广西电力职业技术学院为例,研究基于过程评价的高职院校学生评教教学技能评价实践。通过一个学期四门课程学生对老师教学技能的问卷评价,统计了评价数据的置信度和有效性,分析了教学设计、教学实施、教学反馈和鼓励引导四个教学技能方面的评价数据均值,及时反馈了学生对授课老师的评价情况,改进了基于过程评价的高职院校学生评教指标体系的教学技能评价指标。结果表明,本次学生评价实践数据的置信度和有效性符合进一步特征分析条件,学生对授课老师的教学技能进行过程性评价,提高了学生学习和教师教学的效果和质量。This article takes Guangxi Electrical Polytechnic Institute as an example to study the practice of evaluating teaching skills for vocational college students based on process evaluation. Through a questionnaire evaluation of teachers’ teaching skills conducted by students in four courses over a semester, the confidence and effectiveness of the evaluation data were statistically analyzed. The average evaluation data in four aspects of teaching skills, namely teaching design, teaching implementation, teaching feedback, and encouragement and guidance, were analyzed. The students’ evaluation of teaching teachers was timely feedback, and the teaching skill evaluation indicators of the vocational college student evaluation index system based on process evaluation were improved. The results indicate that the confidence and effectiveness of the student evaluation practice data meet the conditions for further feature analysis. The process evaluation of the teaching skills of the teaching teacher by students improves the effectiveness and quality of student learning and teacher teaching.
